NUACHTÁN ELEMENTARY | December 2021
We wish all of our families to have a great time with their loved ones. May health and prosperity be present at all times and may peace fill our hearts.
Merry Christmas and a very prosperous 2022!
Elementary Faculty and Staff
STEM Projects
By Georgina Pérez | Elementary Principal
STEM is an acronym for Science, Technology, Engineering and Mathematics. Supported by Creakids projects, Low Elementary groups are working during Techno Lab class.
STEM education focuses on problem solving through teamwork and promotes many of the skills we seek to develop in our students. During the process the children incorporate practical learning, basic principles of electronics, handling of recycled materials, introduction to circuits, multimedia projects and programming. Creativity and problem solving are the basis for the development of projects, in addition to carrying them out in a fun way.
We share some images of the teachers who in recent days developed some STEM projects that will be worked with the students within the next unit.
Cambridge Primary Path
By Elizabeth Jasso | English Coordinator
As I have written previously, in Elementary, the English methodology of the Cambridge Primary Path program has three essential pillars that, with their literary base, offer our students a foundation that will provide the necessary tools for written English. As for communication skills, it will allow them to feel comfortable, very confident and will be able to show what they have learned in different contexts. Lastly, the principles of creativity will encourage them to develop their thinking and problem-solving skills while enjoying learning about other qualities about themselves.
As part of this program, there is a section in which our students develop a big challenge. In this challenge they test, in addition to their imagination, various skills, which range from writing to oral presentation. The challenges are designed for students to work in small groups and collaboratively design a product, which can be anything from a poster, a party, to a camp, just to give a few examples.
Through these challenges, skills are developed, for example, communication, self-management and social, which allows students to have better teamwork and, of course, a better acquisition of the language, since they naturally learn the vocabulary of the language from the unit as well as the corresponding grammar, in habitual and unforced use.
On the other hand, these are activities that they love, since their creativity is reflected not only in the design of a poster but also in the activities that they propose for their own fun. For example, this period the 3rd graders decided to organize a sleepover and the 6th graders a picnic and, in both cases, they used our open classrooms. They definitely had, in addition to great learning, great fun! Well done guys!
And you, do you already know how a student learns in the PYP?
By Pilar Lavín | PYP Coordination
The Primary Years Program (PYP) gives our students the opportunity to be the center of learning and harness their natural curiosity to develop the knowledge, concepts and skills they need to actively learn throughout life.
By learning through inquiry, children’s investigations, in and beyond all disciplines, will serve to reinforce their knowledge and understanding, while providing an opportunity to explore current and pertinent questions.
Day by day our students work on the development and learning of conceptual understanding through the exploration of knowledge in the different disciplines taught in our school.
Our units of inquiry are aimed at working on the content based on concepts of each of the units mentioned. This allows us to cover the diverse issues raised in a transdisciplinary way; which means that the same concept is carried through the different subjects of our curriculum. Thus, in each of the units, the students inquire taking as a principle the assigned concepts and the several questions that arise during their learning process.
As a community we are convinced that the attitudes, as well as the diverse abilities and attributes of our profile can help us to fulfill our goal: to be responsible members of our local, national and global community.
Referencia
El aprendizaje y la enseñanza. Recuperado de https://resources.ibo.org/pyp/works/pyp_11162-51465?lang=es
Children’s literature and emotions
By Carolina Zamora | Low Elementary Psychopedagogy
Reading has many benefits. Through reading, we foster in the children attention, sense of awe, we stimulate their language, concentration, imagination, creativity and even their emotional intelligence.
Gaxiola (2005) mentions that the images and words that a child sees, hears or reads in a story or novel tell him about his own feelings and the emotions and feelings of other people.
It is important to remember the main emotional skills to develop in boys and girls:
- Know the name of the emotions and identify them.
- Learn to express how they feel.
- Recognize the reactions in their body to different emotions.
To develop these skills, we can rely on the various children’s literature texts; with them you can address different issues such as emotions, losses, values, self-knowledge, self-care, exploration of the world, among others.
Let’s continue to promote reading in our community!
Reading frequently, we will motivate our boys and girls to become interested and develop a taste for reading.
Reference
Gaxiola P. (2005). La inteligencia emocional en el aula. Mexico; SM Ediciones, S.A de C.V
DATES TO KEEP IN MIND
• DECEMBER 1st – Christmas Tree lighting
• DECEMBER 10th – Christmas Celebration
• DECEMBER 16th – ‘Piñatas’ Day
• DECEMBER 17th – Festive lunch
• DECEMBER 18th to JANUARY 2nd – Winter break
